1. The Project Timeline

The project will be carried out in the following steps:

(a) Colleagues will identify the concepts that would be difficult to be taught using the “board and chalk” method;

(b) Educators to design pre-test, digital lecture materials and post-test which will be developed with the assistance of a senior research assistant;

(c) To prepare participants to be engaged in the “flipped classroom” activities, they will be asked to attempt an online pre-test during class hours and the educator will illustrate what videos to watch according to pre-test results. For example, there are 3 digital lecturing materials, namely DLMA, DLMB and DLMC which are presentation files that are narrated by the educator. There are 4 questions of the pre-tests that are related to one digital material. If they cannot get 3/4 of the answers correct for DLMA, they would be asked to learn from it accordingly. They would also be required to watch 1-2 videos which show how the concepts that are applied in the real world situation.

(d) Learners will be required to take an online post-test which has the same 12 questions as the pre-tests in additional to 3-4 closed-end questions related to the videos. Both the learners and educators would be informed of students’ learning outcomes from post-tests results,

(e) Learners to solve problems in groups to apply of what they have learnt in authentic situations,

(f) Learners are required to reflect if they could attain the learning objectives of the topic which they learnt through flipped classroom at the end of the activity via an online questionnaire. Some of them will share the experiences of the flipped classroom through focus group meetings and to reflect on how this innovation experience could be transferred to other courses/the workplace,

(g) Educators to share the experiences of how this innovation approach could enhance learners’ learning outcomes through interviews and sharing sessions and to reflect on how the experience could be transferred to other courses;

(h) Senior research assistant to assist the educators to revise the learning materials and tests if deemed necessary, and

(i) Team members to share their experiences by reference to pre-test and post-test results, learners’ focus group groups opinions and their own observations through presentation and publications. Team members could also provide expert advice on the design elements such us music, special needs, health and languages to other team members when in needs.

The following project plan mainly elicits the actions required from educators and senior research assistance for this project.